Modern languages and Specific Learning Difficulties (SpLD): implications of teaching adult learners with dyslexia in distance learning

Gallardo, Matilde; Heiser, Sarah; McLaughlin, Ximena Arias

doi:10.1080/02680513.2015.1031647

Cited by 6 publications

(6 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Second, though teachers' duty is to detect and facilitate learners' needs in the online environment [11], teachers in this study appeared to be challenged in keeping track of students' emotional changes and psychological issues. Therefore, it may be more useful if teachers spend more time and attention on communicating with students to improve their mental well-being, which would subsequently benefit learning satisfaction and learning motivation [25].…”

Section: Discussionmentioning

confidence: 80%

Prolonged Online Learning: An Exploratory Mixed-Methods Study on EFL Learners’ Needs and Need Satisfaction

Phuong

2023

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

In the face of the COVID-19 pandemic, English programs were switched to online regardless of learners’ wishes in several regions. In such a challenging circumstance, learners’ needs should be specially attended to. Situated within the framework of Self-Determination Theory, the current study explores the fundamental needs of relatedness, competence, and autonomy of EFL (English as a foreign language) learners and the satisfaction of those needs in fully online learning. The study draws upon qualitative data collected from focus groups (seven students), and quantitative data collected from a survey (183 students). Findings indicate strong teacher support in fields other than autonomy and relatedness. Also, students were highly satisfied with both their technological and academic competence but were neither happy with the in-classroom communication nor provided space for autonomy. Based on the findings, implications to enhance learners’ need satisfaction in prolonged post-pandemic online learning are discussed.

show abstract

Section: Discussionmentioning

confidence: 80%

Prolonged Online Learning: An Exploratory Mixed-Methods Study on EFL Learners’ Needs and Need Satisfaction

Phuong

2023

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…Likewise, FSL research of the past decade shows the positive impact of infusing explicit MSL practices into predominantly implicit natural approach oriented FSL instruction (August & Shanahan, 2008;Hinkel & Fortos, 2002;Kormos & Kontra, 2008;Muranoi, 2000;Zyzik & Marqués Pascual, 2012). Positive impacts of FSL MSL electronic media learning is starting to emerge as well (Gallardo et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

Helping struggling learners of English as an additional language succeed with interactive multisensory structured strategies

Schneider

Kulmhofer²

2016

Braz. Engl. Lang. Teach. J.

View full text Add to dashboard Cite

Based on cross-linguistic and interdisciplinary research of several decades that bridges learning an additional language with the field of learning differences/disabilities, this article shares research-evidenced practices to effectively address the needs of struggling foreign and second language learners of English in Brazil. These multisensory structured strategies enhance pronunciation, listening, reading and writing skills and strengthen grammar and vocabulary competencies of struggling learners. The selected multisensory structured metacognitive strategies can easily be infused into existing English as a foreign/second language curricula.

show abstract

“…In higher education, we can see a pull between the two concepts of dyslexia: seeing it as a deficit (the medical model of dyslexia) or as neurodiversity, a natural difference. Although the study by Mortimore (2012, p. 42) suggests that teachers from medically focused faculties in particular have the potential" to use medical deficit definitions, locating dyslexia as a difficulty or deficit within the learner, using "medical" language such as "symptoms" and commonly citing problems with literacy, " most other studies show that some teachers try to challenge this medical model of dyslexia (Mortimore, 2012;Gallardo et al, 2015;Glazzard and Dale, 2015;Stampoltzis et al, 2017;Worthy et al, 2018). They focus more on strength and view dyslexia as a difference rather than a deficit (Mortimore, 2012;Gallardo et al, 2015;Glazzard and Dale, 2015) with other studies outlining generally positive attitudes toward dyslexic students (Mortimore, 2012;Glazzard and Dale, 2015;Stampoltzis et al, 2017;Ryder and Norwich, 2019;Yphantides, 2022):…”

Section: Dyslexia = Gray Areamentioning

confidence: 99%

“…Following from the previous theme, where we started discussing the attitudes of university teaching staff toward students with dyslexia, several studies (Mortimore, 2012;Gallardo et al, 2015;Gallego and Busch, 2015;Glazzard and Dale, 2015;Magnin et al, 2021) suggest a shift toward more inclusive universities. Some of the teachers who participated in these studies are already incorporating accommodations as a natural part of their teaching practices.…”

Section: Inclusive Universitymentioning

confidence: 99%

“…Although educators seem to have some basic knowledge of dyslexia (Mortimore, 2012;Stampoltzis et al, 2017;Schabmann et al, 2020) and are aware of the impact of dyslexia on students (Mortimore, 2012;Evans, 2014;Gallardo et al, 2015;Stampoltzis et al, 2017;Worthy et al, 2018;Ryder and Norwich, 2019;Schabmann et al, 2020;Magnin et al, 2021;Yphantides, 2022) studies revealed a strong sense of unpreparedness in teaching staff, as they perceive their knowledge of dyslexia as low, they are not sure what is the best support for dyslexic students, and they have trouble recognizing dyslexia in general (Mortimore, 2012;Evans, 2014;Gallego and Busch, 2015;Stampoltzis et al, 2017;Worthy et al, 2018;Ryder and Norwich, 2019;Schabmann et al, 2020;Magnin et al, 2021;Yphantides, 2022): ".. the results suggest that among the participants there was much confusion as to what the construct actually was (dyslexia) and how it affected their diagnosed students. Despite 70% being aware of dyslexia's effects, only 50% felt confident recognizing their students' dyslexic difficulties: 'it is difficult to judge sloppiness versus genuinely untidy handwriting or spelling. '"…”

Section: Practical Training Is Necessarymentioning

confidence: 99%

See 1 more Smart Citation

Dyslexia in higher education – teacher’s perspective: scoping review

Černickaja,

Sokolová

2024

Front. Educ.

View full text Add to dashboard Cite

The experience of dyslexic students is influenced by the beliefs, knowledge, attitudes, and practices of their teachers at all levels of education, including the university. The purpose of this review is to explore the empirical knowledge of dyslexic university students from the point of view of their teachers. Following the PRISMA guidelines, 12 studies (out of the 771 retrieved from 5 main relevant databases) met the inclusion criteria. Reflexive thematic analysis was used to analyze the included studies. Three main themes were identified: dyslexia = gray area; “inclusive university”; and practical training is necessary. In conclusion, awareness of dyslexia among university teachers is sufficient, and their attitudes toward dyslexic students are mostly positive, while expressing some concerns, which would deserve closer examination directly in practice. Higher education teachers would appreciate practical training to acquire skills to work with students with dyslexia. These trainings have the potential to increase the self-efficacy of teachers and thus overall support the well-being not only of teachers but also of dyslexic students. This study advances the existing literature on dyslexia in higher education by adding the point of view of higher education teachers. Based on the results of this study, it is clear that universities should provide more support to their teaching staff, including guidance and practical training, so that their courses could become inclusive and welcoming for all students (including students with dyslexia).

show abstract

Modern languages and Specific Learning Difficulties (SpLD): implications of teaching adult learners with dyslexia in distance learning

Cited by 6 publications

References 15 publications

Prolonged Online Learning: An Exploratory Mixed-Methods Study on EFL Learners’ Needs and Need Satisfaction

Prolonged Online Learning: An Exploratory Mixed-Methods Study on EFL Learners’ Needs and Need Satisfaction

Helping struggling learners of English as an additional language succeed with interactive multisensory structured strategies

Dyslexia in higher education – teacher’s perspective: scoping review

Contact Info

Product

Resources

About